Art and Design Technology

Art and Design Technology Curriculum

Art and Design Technology curriculum is covered during calendared, themed ‘Art Days’ throughout the year.

Key stage 1Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding and skills needed to engage in an iterative process of designing and making. They should work in a range of relevant contexts [for example, the home and school, gardens and playgrounds, the local community, industry and the wider environment].When designing and making, pupils should be taught to:Design– design purposeful, functional, appealing products for themselves and other usersbased on design criteria– generate, develop, model and communicate their ideas through talking, drawing,templates, mock-ups and, where appropriate, information and communicationtechnologyMake– select from and use a range of tools and equipment to perform practical tasks [forexample, cutting, shaping, joining and finishing]– select from and use a wide range of materials and components, including constructionmaterials, textiles and ingredients, according to their characteristicsEvaluate– explore and evaluate a range of existing products– evaluate their ideas and products against design criteriaTechnical knowledge– build structures, exploring how they can be made stronger, stiffer and more stable-explore and use mechanisms [for example, levers, sliders, wheels and axles], in their products

Key stage 2Through a variety of creative and practical activities, pupils should be taught theknowledge, understanding and skills needed to engage in an iterative process of designingand making. They should work in a range of relevant contexts [for example, the home,school, leisure, culture, enterprise, industry and the wider environment].When designing and making, pupils should be taught to:Design– use research and develop design criteria to inform the design of innovative, functional, appealing products that are fit for purpose, aimed at particular individuals or groups– generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided designMake– select from and use a wider range of tools and equipment to perform practical tasks [for example, cutting, shaping, joining and finishing], accurately– select from and use a wider range of materials and components, including construction materials, textiles and ingredients, according to their functional properties and aesthetic qualitiesEvaluate– investigate and analyse a range of existing products– evaluate their ideas and products against their own design criteria and consider the views of others to improve their work– understand how key events and individuals in design and technology have helped shape the worldTechnical knowledge– apply their understanding of how to strengthen, stiffen and reinforce more complex structures– understand and use mechanical systems in their products [for example, gears, pulleys, cams, levers and linkages]– understand and use electrical systems in their products [for example, series circuits incorporating switches, bulbs, buzzers and motors]– apply their understanding of computing to program, monitor and control their products#